佛山霍利斯中文学科 LEH Foshan Chinese in Focus

在这篇文章中，我们邀请到了中文学科的老师们为我们介绍佛山霍利斯中文学科的特别之处。

在预备部，中文是核心课程之一，每周有5小时中文学习时间。通过开展阅读项目等活动，重点培养学生的听说读写能力及中文核心素养。我们以国家义务教育语文课程标准为大纲，使用部编版教材，确保能夯实学生的语文基础。我们采用国际化教学方式，鼓励探究式学习，打造以学生为中心，活力且充满乐趣的课堂。 

母语为中文的学生我们使用人教版中文课本和一些扩展材料来发展他们的全球思维。第二语言学生我们同样使用人教版中文教科书，但我们对内容做了很多修改，让学生能更容易理解。重点是培养他们阅读和书写汉字的能力以及写短文的能力。对于外语学生，我们使用由华语教学出版社出版的中文GCSE教材，这是英国顶级私立学校中最受欢迎的教材。

在教学时间方面，七、八、九年级的学生，每周有4小时课时学习中文。十年级和十一年级，每两周学习5小时的中文。

我们认为，语言学习不仅仅是培养语言交流的能力。我们应该让学生参与到文化、历史和文学中去，以获得对多国家更全面的了解。

在佛山霍利斯，学生可以从不同的角度发展他们的中国文化经验，从而提高中文学习兴趣。

首先通过课程，学生们会学习关于中国传统文化的文本，根据文本设计成短剧，我们称之为课本剧。除此之外还有唱歌，他们通过学习演唱中国民歌来增进文化理解。学生们还学会了欣赏中国书法。我们每年都会举办中国书法比赛。

第二，通过学校集会，他们为不同的节日庆祝活动准备各种节目，如端午节、中秋节和春节等。

第三是课外活动，他们学习中国功夫和舞狮，观看中国电影。学期结束后，他们还去当地的剧院看好戏。

“ 在预备部，我们的听写、对话和戏剧练习极大地提高了学生们的口语能力。同时，家庭作业也能帮助我们评估学生的学习情况，让我们了解学生的进步以及需要提升的地方。

老师们会持续跟踪并评估学生的技能水平，确保每个孩子都充分发挥出他们的潜力。另外，老师会为每个孩子设立个人目标，帮助他们以合适的节奏去学习和提高。”

“我教授的主要是IGCSE和A-Level阶段的中文母语班，除了帮助学生切实提高中文素养，我们还要确保他们在考试中发挥出最好水平。

作为剑桥大学考试局的考试官，通过一系列培训和阅卷工作，我首先做到的是吃透考试标准，将其转化为技能性的评估指标，并在课堂教学中应用。例如，对于记叙文的写作，IGCSE的考核要求是文章有创意，引人入胜；有明显的高潮，能使用倒叙、插叙等叙述手段；有伏笔、铺垫或者出人意料的结局。

我们会应用这些标准对学生的课堂练笔进行考核，在考核后通过建设性地反馈意见和有针对性的修改来提高学生的习作水平。当然，每个学生的背景不同，评估的目的在于肯定每个孩子取得的成绩，并找到最优发展区域，促进学生进步。”

谢老师

"当然是我们的学生。他们思维活跃，个性十足，胸怀大志，机敏好学。跟他们在一起，让我觉得“后生可畏”，他们鞭策着我不断进步，完善自己。"

周老师

"我也认为最值得骄傲的是我们的学生，他们有着出色的学习能力和语文感知能力，他们既有着批判性思维，又乐意分享自己的看法，他们常常会启发我从不同的角度重新解读文本，也给了我满满的成就感。"

在佛山霍利斯，中文课程不光是教授知识，同时也让学生能接受中国文化的滋养，让他们带着充满文化自信的内心，更好地走向世界。

In Prep School, Chinese is one of the core subjects, with 5 hours of study per week. Through activities such as reading projects, students focus on cultivating their listening, speaking, reading and writing skills and Chinese core literacy. We use the national compulsory education language curriculum standards as the outline and use the ministry's version of the textbook to ensure that the foundation of students' language learning can be consolidated. We adopt an international approach that encourages inquiry-based learning and creates student-centered, dynamic and fun classrooms.

First language students use Renjiaoban Chinese textbooks with some extended materials to develop their global mindset. For second language students, we use Renjiaoban Chinese textbooks as well, but we modify the content a lot to make it challenging and accessible. The focus is to develop their ability to read and write Chinese characters and their ability to write short essays. For foreign language students, we use a textbook called Chinese GCSE, which is published by Sinolingua  (华语教学出版社); it has proved to be the most popular textbook among top independent schools in the UK.

As for teaching hours, in Year 7, 8 and 9, we have allocated four hours per week in the timetable, in Year 10 and 11, 5 hours per fortnight.

We believe that language learning involves more than developing a facility with the language communication. We should engage students with culture, history, and literature to gain a more holistic understanding of the target country. 

In LEH Foshan, students can develop their Chinese cultural experiences from different perspectives:

First through curriculum, for example they study texts about the traditional Chinese culture, and devise a short play based on the text, we call it 课本剧, and actually perform it. They also learn Chinese through singing. It turns out to be very effective to develop cultural understanding through learning to sing Chinese folk songs. They learn to appreciate Chinese calligraphy as well. We attach great importance to Chinese calligraphy; to get the message across, we hold an annual Chinese calligraphy competition.

Second through school assemblies, they prepare a variety of programmes for different festive celebration, such as Dragon Boat Festival, Mid-Autumn Festival and Spring Festival, etc.

Third through extra-curriculum activities, they learn Chinese Kungfu and lion dance, watch Chinese films. They also visit the local theatre for good plays after school during the term time.

In the Prep School Chinese dictation, conversation and drama exercises promote and extend students’ spoken Chinese skills. Homework is used to assess progress and highlight areas for improvement

Teachers constantly monitor and reflect on students’ skills to make sure that every student is reaching their full potential. All students are given personal targets to make sure they are learning at the right pace for them.

I mainly teach native Chinese classes in the IGCSE and A-Level programme. In addition to helping students improve their Chinese literacy, we also need to ensure that they perform at their best in the exams.

As an examiner of the Cambridge University Examinations Board, I’ve done a lot of training and marking, the most important thing I think is to fully understand the evaluation system of exam, to transform it into skill-based assessment indicators, and these in my daily teaching. For example, for narrative writing, IGCSE exams require that the article is creative and fascinating; there is an obvious climax, and narrative methods such as flashbacks and interludes; foreshadowing, or unexpected endings are carefully crafted into the body of the text.

We apply these standards to assess students' classroom practice and improve students' writing skills through constructive feedback and targeted revision after assessment. Of course, the background of each student is different, and the purpose of the assessment is to recognise the achievements of each child and help them to improve.

Chengming

Tina 

I also think that our students make me most proud. They are excellent learners. They have both critical thinking and a willingness to share their thoughts. They often inspire me to reinterpret texts from different angles. This gives me a great sense of accomplishment.

The goal of Chinese course is not only to teach knowledge, but also to allow students to accept the nourishment of Chinese culture, so that they can go to the world with a heart full of cultural confidence.